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degrees of effectiveness todifferent error types.This study aims at exploring self-correction applied to vocational college students’ Englishwriting and the significance of the study lies in both theory and practice. Theoretically, it takesthe Error Analysis and other related theories as its theoretical foundations to explore thefeasibility and effectiveness of self-correction in promoting vocational college students’ abilityin writing. Practically, self-correction is applied to vocational college students’ English writingand has unique advantages for writing teaching in vocational college. In vocational collegeEnglish writing teaching, students are guided to correct errors in writing by themselves so thatthey can improve their self-consciousness of language and recognize their advantages anddisadvantages in English learning. In a word, the present study puts forward some suggestionsfor vocational college students’ writing, in the hope of shedding light on the improvement ofEnglish writing teaching in the vocational college.

 

1.2 Background of the Study
As one of five fundamental skills (listening, speaking, reading, writing and translating) oflanguage learning, writing is significant for English teaching and learning. In traditional Englishteaching, writing tests students’ integrated language capability and is a more or less complicated,difficult learning task for most learners. Therefore, writing plays an important part in overallEnglish teaching and always attracts attention of many researchers and teachers. According tothe syllabus of VTC (Vocational Teaching Curriculum) English curriculum teachingrequirements, one of the main purposes of English teaching is to enable students to masterfundamental English knowledge and skills, with a certain degree of abilities in listening,speaking, reading, writing and translating. However, the present situation of English writing ofvocational college students is greatly anxious and frustrating. Most students in vocationalcolleges have a weak foundation in English and especially are very poor in writing. Theirwritings are characterized by numerous errors in grammar, discourse and even wording besidesloose, empty and superficial content.Many researchers and teachers have been devoting to exploring effective ways to improvestudents’ writing ability. A variety of writing approaches have emerged in the development ofwriting teaching, such as product approach, process approach, genre approach and lengthapproach, etc. In the past few years, the process approach has always been applied to Englishwriting teaching in China by most teachers. Length approach and other new writing methodsare new courses, being investigated and compared.In terms of the process-oriented approach, writing can be divided into three periods,pre-writing, writing and revising stages. It is very inevitable and useful to correct errors.Teacher correction has been used as a traditional, useful way of error correction for many yearsin language teaching and other two approaches (peer correction and self-correction) are new,potential and popular ways in recent years. They are all important ways to correct errors instudent’s writing and they complement and promote each other to some extent. However,teacher correction is considered as time-consuming with poor effect (Kroll, 2001; Hendrickson,1978).Most students have doubt about their classmates’ ability in correcting errors for theircompositions. Stude本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。